Research
“Literacy is a fundamental human right. It is an instrument of empowerment to improve one’s health, one’s income, and one’s relationship with the world.”
- UNESCO
The Science of Reading is “a vast, interdisciplinary body of scientifically-based research about reading” that serves as a framework for how to develop proficient readers and writers (The Reading League). In 2000, the National Reading Panel Report identified "the big five" essential components of effective reading instruction: phonemic awareness, phonics, oral reading fluency, vocabulary, and comprehension. Scarborough's Reading Rope is a visual representation of how these multiple strands work together and lead to skilled reading.
The word recognition strand of the reading rope, often referred to as foundational skills, is taught in grades K-2, whereas language comprehension, such as vocabulary and knowledge-building, is much more complex and develops over a reader’s lifetime. While some students learn how to read through broad instruction, explicit and systematic instruction is necessary for most. Research shows that almost all students are capable of learning to read when they receive research-based instruction.
Education Advisory Board. Narrowing the Third-Grade Reading Gap - Embracing the Science of Reading. pg. 7.
Highlighted Research
Literacy leaders are learning, sharing, and acting on literacy research and evidence-based instructional practices to ensure all students become strong readers.
Three resources helping to guide the work:
Research Recap: Early Reading Accelerators: This resource from Student Achievement Partners highlights the research for early literacy as well as the crucial content necessary for proficient reading.
Foundational Skills to Support Reading Comprehension: This guide provides education practitioners with four concrete, research-backed recommendations for implementing foundational skills reading instruction that will positively impact students' reading growth.
Science of Reading Comprehension: This article from The Reading Teacher, written by Nell Duke, Alessandra Ward, and P. David Pearson, summarizes the research on reading comprehension and shares key elements for effective reading comprehension development.
Here is a sampling of readings leaders have explored.
Use the search menu below to access research by categories.
Curriculum and Coaching: Maximizing our Investments in Teaching
This viewpoint by Sharon Walpole shares a theory of change on how adoption of high quality instructional materials coupled with effective teacher coaching and systems can lead to achievement.
Research Recap: Why the Early Reading Accelerators
This guide outlines the simple view of reading, defines the major concepts and terms in reading science, and highlights crucial content necessary for students to master for proficient reading.
The Early Reading Accelerators’ Quick Start Guide
This guide emphasizes foundational skills and building knowledge for early reading proficiency. It highlights the importance of equity through culturally relevant practices, diverse texts, and flexible student supports as well as the role of aligned instructional materials in supporting grade-level engagement and effective implementation.
Foundational Skills Guidance Documents Grades K-2
This document outlines guidance around foundational skills that are necessary to incorporate in K-2 reading instruction. Foundational skills include: print concepts, phonological awareness, phonics and word recognition, and fluency. Educators should utilize this guide along with already developed instructional materials in order to apply these skills into practice.